Fall 2024 - EDUC 324 D100

Foundations of Multicultural Counselling (3)

Class Number: 6109

Delivery Method: In Person


  • Course Times + Location:

    Sep 4 – Dec 3, 2024: Thu, 11:30 a.m.–2:20 p.m.

  • Prerequisites:

    EDUC 220 or PSYC 250 and 60 units.



Provides an introduction to multicultural counselling and human diversity with an emphasis on culture, gender, ethnicity, socioeconomic status, religion, age, and abilities.


This course consists of 2 parts.

Part 1 introduces students to major as well as emerging themes in the scholarly field of multicultural counselling. Themes to be explored through this part include:

  • Defining “culture”
  • Multicultural counselling competence (MCC): Theory, research, practice, and education
  • Role of attitude and experiential learning in MCC
  • Microcultural variables: Race/ethnicity, age, gender, sexuality, dis/ability, socioeconomic status and PDI
  • Personal Dimensions of Identity & Intersectionality
  • Models of identity development
  • Cultural transition/relocation, models of acculturation and psychosocial adaptation 
  • Intergenerational issues in multicultural counselling
  • Values, beliefs, spirituality & worldviews
  • Indigenous approach to healing
  • Healing approaches from around the globe
  • Fundamentals of intercultural communications
  • Helping skills, media and psychoecology of healing across cultures
  • Models of “Cultural” empathy
  • Racism
  • Impact of sociopolitical forces on counselling process (e.g., colonization, oppression, stigma, social exclusion, racism, privilege, power, war/genocide)

Part 2 introduces students to selected global projects where fundamentals of multicultural counselling are applied to address mental health challenges in global communities today. The issues include:

  • Introduction to Mental Health Services Research & Implementation Science in Resource-Limited Areas
  • Post-Genocide psychosocial support in Rwanda
  • Post-Genocide psychosocial support in Bosnia & Herzegovina
  • Emerging trends in clinical engineering in the UK
  • Improving Access to Psychological Therapies (IAPT) in the UK
  • Zen & Japanese Morita Therapy


Upon completion of this course, students should be able to:

  • Articulate an understanding of common group identities and differences that may impact the counselling relationship.
  • Explore and evaluate their own cultural beliefs, values, and biases, and how these might intersect with the beliefs, values, and biases of their clients.
  • Demonstrate an understanding of complex concepts such as ethnicity, race, gender, socioeconomic status, age, ability levels, and religion in the context of mental health and counselling.
  • Articulate personal biases and blind spots that might influence the counselling relationship and process.
  • Demonstrate an understanding of key multicultural counselling competencies, in particular fundamental knowledge, skills, and attitudes.


  • Class attendance & engagement 13%
  • Learning portfolio 22%
  • community resources & field immersion report (group project) 25%
  • major exploration team paper (group project) 40%


No final exam



Laptop, WiFi-enabled device


No text required. Weekly readings are provided and stored in CANVAS File for EDUC324 for student access


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html


Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.